Slide of the Week

  • Peter Ferrazzano, MD – Slide of the Week

    Peter Ferrazzano, MD – Slide of the Week

    Adolescent traumatic brain injury (TBI) is a major public health concern, resulting in over 35,000 hospitalizations in the U.S. each year. While neuroimaging is a primary diagnostic tool in the clinical assessment of TBI, our understanding of how specific neuroimaging findings relate to outcome remains limited. Our study aims to identify imaging biomarkers of long-term neurocognitive outcome after severe adolescent TBI.

  • Caroline A Niziolek, PhD - Slide of the Week

    Caroline A Niziolek, PhD – Slide of the Week

    Speakers use auditory feedback to guide their speech output, although individuals differ in the magnitude of their compensatory response to perceived errors in feedback. Little is known about the factors that contribute to the compensatory response or how fixed or flexible they are within an individual. Here, we test whether manipulating the perceived reliability of auditory feedback modulates speakers’ compensation to auditory perturbations, as predicted by optimal models of sensorimotor control.

  • Darcie Moore Slide of the Week

    Darcie L. Moore, PhD – Slide of the Week

    Intermediate filaments are commonly used markers of NSCs in the brain, yet the cell cycle status of a NSC can strongly influence expression of these markers. Thus, intermediate filaments should be used cautiously as markers to study NSCs.

  • James Li, PhD - Slide of the Week

    James Li, PhD – Slide of the Week

    There is substantial heterogeneity in the development of depression from adolescence into adulthood. Yet, little is known about the risk factors underlying its various patterns of development. For instance, despite the discovery of genetic variants for depression, these discoveries have not accounted for the high degree of genetic covariation between multiple disorders, nor have they been applied to disambiguate its heterogeneous developmental presentations.

  • Margarita Kaushanskaya, PhD – Slide of the Week

    Acoustic cues to deception on a picture-naming task were analyzed in three groups of English speakers: monolinguals, bilinguals with English as their first language, and bilinguals with English as a second language

  • Katherine C. Hustad, PhD - Slide of the Week

    Katherine C. Hustad, PhD – Slide of the Week

    The aim of the study was to examine longitudinal growth in intelligibility in connected speech from 2 to 8 years of age in children with cerebral palsy.

  • Edward Michael Hubbard, PhD - Slide of the Week

    Edward Michael Hubbard, PhD – Slide of the Week

    Understanding and using symbolic fractions in mathematics is critical for access to advanced STEM concepts. However, children and adults consistently struggle with fractions. Here, we take a novel perspective on symbolic fractions, considering them within the framework of relational structures in cognitive psychology, such as those studied in analogy research.

  • Sigan Hartley, PhD – Slide of the Week

    Sigan Hartley, PhD – Slide of the Week

    There is a critical need to identify measures of cognitive functioning sensitive to early Alzheimer's disease (AD) pathophysiology in Down syndrome to advance clinical trial research in this at-risk population. The objective of the study was to longitudinally track performance on cognitive measures in relation to neocortical and striatal amyloid beta (Aβ) in non-demented Down syndrome.

  • H. Hill Goldsmith, PhD - Slide of the Week

    H. Hill Goldsmith, PhD – Slide of the Week

    Early infancy is characterized by rapid brain development that occurs alongside, and in response to, the development of cognitive and behavioral functions, including attention. Infants' ability to orient and sustain attention to stimuli develops in concert with refinement of the orienting network in frontoparietal regions of the brain.

  • Richard J Davidson, PhD - Slide of the Week

    Richard J Davidson, PhD – Slide of the Week

    Teachers vary in their ability to enact effective teaching practices. We randomly assigned 88 early education preservice teachers to standard teacher education or teacher education plus a 9-week mindfulness-based intervention. Using the Classroom Assessment Scoring System (CLASS) as our primary outcome, we assessed effective teaching practices at baseline and at a 6-month follow-up that occurred during full-time student teaching.

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